Reflective Synopsis

Information and Communication Technologies have expanded and evolved over time. From the beginning of the 21^st century the term eLearning refers to the integration of digital technologies within the classroom and how learning mangers can combine new technologies and learning design to develop digital pedagogies.

In order for the students of today to interact with the world in which they are accustomed to, pedagogies require adapting to the students’ changing world. According to Bentley (1998) ...”if society is changing, so should the way in which we introduce it to young people.” Today’s students are faced with environments filled with visual, auditory and digital texts, the term “multiliteracies” is used to describe learning for the 21^st century student. (Winch, et.al 2001) In this hyper linked world full of web 2.0 technologies, students come from “multimodal discourses” into the classroom bringing with them digital knowledge and skills. “In this changing environment, it is important for teachers and schools to evolve.” (Smith, Lynch & Knight, 2007 p. 46) The Australian Curriculum Assessment and Reporting Authority (ACARA) state that “subjects of Design and Technologies and Digital Technologies will ensure that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live.” The introduction of e-Learning through digital technologies with the Australian curriculum allows all learners to be exposed and educated to this rapidly changing digital world.

The core elements to e-Learning involve students working safely, ethically and legally, the ability to work collaboratively and collectively through the construction of knowledge, and finally the importance of digital learning frameworks and pedagogies relating to digital technologies.

Through the construction of an online “Blogger,” weekly investigations focused on the core elements to eLearning and the online tools that support these factors. The fundamental and crucial component of eLearning as investigated though weekly research has been first and foremost the understanding of implications, relating to the uploading and use of materials online. The web is a valuable online resource that provides access that is both highly suitable and just as equally unsuitable. (Smith, 2007) The following link http://education.qld.gov.au/web/schools/riskman.html developed by Education Queensland provides learning managers with information relating to risks associated with working online. The Learning Place is a Queensland Department of Education and the Arts division that developed an online site to assist learning managers with ICT based learning material that proves safe access to a variety of digital tools, resources and online spaces that can be used safely within classrooms. ELearning allows today's learners to direct their own learning and arrive at their own ICT-enriched learning destinations. 

According to the Learning Place (2013) “the quality of teaching is critical to the process of learning. Successful learners are creative and productive users of technology moving easily between their personal learning environments and networking spaces (physical and online) to improve their knowledge, capabilities and understandings of our world.”

The first blog posting made, involved creating on an online Wiki. This is a fantastic online learning area that can be used within the classroom. Online spaces that can be set to “private” and require authentication to join have proven to be the most effective in relation to online safety. When teaching ethical and legal standards it vital students are aware of the copyright and legal requirements of using and producing online material. Sites such as Weebly and Blogger, allow the students safe access however the user is able to post video, images and other content bring forward ethical and copyright issues. According to week 2 Blogger post “Ethical standards and online etiquette are a major teaching issue when students are creating their own sites to publish. Lessons prior to the use of a Weebly site would involve direct instruction relating to the safety of website creation.” (Wood, 2013)

ICTs can cater for all learners. Individually students can create and develop digital skills to enhance learning. Through the use of online spaces; Wikis, Weeblys, Bloggers, pod casts and Glogsters, students can work collaboratively, networking and interacting through multiple formats. As discussed though the Blogger posting relating to digital technologies part one, online learning through sites investigated, prepares students for their future. The ability to work collaboratively and to prepare your learners for the 21^st century digital world creates “…Engaging and meaningful learning environment supporting learning outcomes. Collaborative classroom discussions, interactive glossaries, virtual experiences and global interactions are only a few classroom activities that can be enhanced through the use of online tools.” (Wood, 2013) According to Hamm and Adams “students need to collaborate with peers and adults, to learn and gain expertise, practice and create. Instead of the teacher being the primary language user…” (1992, p. 3)

Digital learning frameworks are used to create productive digital pedagogy. De Bono’s six thinking hats can be a framework utilised when developing lessons. The six thinking hats framework is based on social constructivism and connectivism. Social constructivism is the theory that social interaction positively influences learning. This theory combined with the learning theory for the digital age “connectivism” created the 21^st century way of learning. Lesson plans incorporating the TPACK framework allows learning to become engaged with complex chinking. Students are able to create meaningful experiences. These frameworks have been investigated through each week of the online Blogger http://lucywoodmanagingelearning.blogspot.com.au/ through PMI tables and SAMR charts. “The role of the teacher in a technology rich environment is to combine curriculum knowledge and understanding of the learner with effective teaching strategies to enable purposeful learning.” (The Learning Place, 2013)

Image retrieved from:http://digitallearningteam.org/2012/06/07/the-samr-model-enhancing-technology-integration/

 In conclusion, it is through in depth research and investigation that has provided strong reasoning to make eLearning an essential component of education and teaching pedagogy. It is through eLearning that students can engage, explore, discover and ultimately create meaningful experiences. These findings have opened my mind up to the possibilities and excitement that digital technologies can bring to a class. I have found the passion and I can’t wait to share it with my students of the future.

References

Australian Curriculum Assessment and Reporting Authority (ACARA) (2013) Retrieved from:           http://www.acara.edu.au/default.asp

Bentley, T. (1998) Learning Beyond the classroom: Education for a changing world. Routledge.  London : UK      

Hamm, M., and Adams, D. (1992). The Collaborative Dimensions of Learning. Norwood,                New Jersey: Ablex Publishing Corporation.

Queensland Government. Department of Education, Training and Employment. (DETE) The Learning Place. Retrieved from: http://education.qld.gov.au/learningplace/

Queensland Government. Education Queensland. Department of Education, Training and Employment. (DETE) Web publishing for schools; Web management. Retrieved from             http://education.qld.gov.au/web/schools/riskman.html

Smith, R., Lynch, D. & Knight, B. (2007) Learning Management; Transitioning teachers for national and international change. Pearson Education. Frenchs Forest: NSW

Digital Technologies: Part 4

Digital Tools; Animations and Simulations

Animations and simulations can add to the engagement and enhancement of a digital tool.

Being web based often these animations and simulations alone do not provide sufficient educational learning. It is the primary role of the learning manager to select these tools to enhance and assist the learning journey.

There are some amazing and interesting animations and simulations in the world wide web- the learning manager can call upon these to create further learning experiences.

In this 21st century of digital technologies, daily, people are creating new and exciting animations and simulations to enhance learning and skills. Educational games, sites and other digital tools can be used to create meaningful experiences. Multi-literacies involve creating learning experiences within the curriculum that involve digital tools and technologies.

This week I look at a few learning objects and provided feedback in relation to their use within the classroom. There are hundreds of learning objects- the key is to ensure they can enhance learning.

Engagement activity 5: Interactive learning objects

The first learning object I investigated was "Darfur is Dying."

Image retrieved from: http://www.darfurisdying.com/index.html

This highly confronting interactive object allows users to understand what life might be like for a refugee.

Tasks involve foraging for water, you can become captured by the militia etc. The learning object explains what happens if you get captured and what scenarios happen in Darfur.

This could be a learning tool for much older students as I found it to be very detailed and rather confronting. This can often be good when discussing poverty and refugees however it is the role of the learning manager to play/participate in all parts of the learning object to ensure that it is appropriate for the students and year level.

Engagement Activity 7:  Google Earth

Image retrieved from: http://sites.duke.edu/tlge_cmk30/

According to Google Earth Students can use Google Earth to:

Explore the animal kingdom and endangered species with the National Geographic layer and other content. 

Create annotated place markers indicating location of school and points of interest in their town such as the local fire and police stations, the city library, local parks, and museums.

Study climate change and the effects of global warming.

Create tours of their school or community. 

Track earthquakes in real-time.

Teachers can use Google Earth to: 

Set the scene for geography, history, literature, astronomy and other lessons.

Involve students in pro-active engagement in a wide-range of Google Outreach projects.

Adapt traditionally abstract lessons to the “real-world” by having students interact with virtual “real-time” data such as weather, earthquakes, elephants migrations, etc.

I love using Google Earth in the classroom. Maths, history, science, English, SOSE, the possibilities are endless. It allows the students to instantly access the globe- linking their knowledge to real world locations.

Digital Technologies Part 3

 Part 3 presentation tools

Engagement activity 1. A: Basic PowerPoint

“More than a presentation tool.”

After completing the online tutorial I began to create a PowerPoint presentation for learning. I had decided to create a basic presentation on the life cycles of butterflies that could be shown to an early childhood cohort. When I completed my time at school PowerPoint was really the only form of presentation that was available on our computers.  PowerPoint 10 years ago also had limited tools and functions to create presentations.

As I shy away from creating PowerPoint, I thought I would look at the online tutorial and see if I can remember anything. 

Please see below link for PowerPoint tutorial.

http://www.actden.com/pp/

After completing the online tutorial- I learnt some new techniques that enhanced the “old” PowerPoint I thought I knew all about. I used a variety of tools from changing background design to transitioning slides, hyper linking images to link to different pages, inserting images and creating animations for the images. I added sound to the presentation and even made the PowerPoint presentation work without a user clicking the mouse.

I felt the tutorial was highly valuable as it gave hints and tips towards tools in PowerPoint that I never knew existed. This enhanced my learning presentations, becoming more engaging and interesting for the students.

Within the classroom PowerPoint can be a fantastic digital tool to enhance and support learning. Not only can the learning manager use PowerPoint to present information and engage learning, this digital tool can be used by students to create their own presentations and resources.

Students can create talking story books, slide shows of spelling words and meanings (these can be linked to images and sounds.) Students can create games for each other using any subject for example maths games, history quizzes etc. The possibilities are endless with PowerPoint- all you need is a little imagination and creativity.

As a learning manager, I feel that PowerPoint is an excellent digital tool for beginner students learning the art of digital technologies. The windows based program is user friendly, easy to follow and fun. The students can create their own presentations in groups, individually or even as a class.

A simple lesson on the tools and functions would be required, then allowing the students to experiment and investigate the tools and their uses.

The ability to save, export, print, share and upload PowerPoint presentations make this digital tool a great classroom resource.

To upload the PowerPoint I created a Slide Share account that allowed me to upload the file and add it to my Blogger. This was fast and easy and allows me to share this digital technology via multiple programs.

Engagement activity 2: Interactive PowerPoint

This PowerPoint that I created is a game that I created for the students to complete. It can be used as a formative assessment task to check the students knowledge and understanding relating to a topic. I created a very simple 2 question game that the students can interact with to apply their knowledge from a technology lesson. This tool is a great way to engage the students- playing a game, yet learning in the process. The lesson could follow on with the students creating their own challenges in relation to the topic they have just learnt. It can lead into higher order thinking skills where the students apply their knowledge and then create their own. This was very fun to create.

Once again I uploaded the PowerPoint onto Slide Share and embedded the code into my Blogger. This was very user friendly and fast. I did found however that the activity would not become interactive via slide share. I attempted to upload through Scribe- but this form also did not upload the presentation as an interactive game. I am continuing to learn about the different programs that will allow this presentation to become virtually interactive on a Blogger. The learning continues...

Engagement Activity 4: Creating a zooming presentation in Prezi

As a learning manager I have found that Prezi is one of the best digital tools to present and teach information. It allows the learner some control over what they learn and what they see. Prezi allows the viewer to zoom into different components of the presentation.

Image retrieved from: http://prezi.com/presskit/

Prezi is a free online site that allows you to choose templates or create your own presentation.

The first time I ever used Prezi I was a little overwhelmed. It took a while to get used to the sequence and the tools that you can use. Once I stated however I was hooked.

Prezi can be embedded into multiple online sites and can be shared online. There is also an app that I have on my mobile phone to view and share Prezi’s via mobile.

In the classroom Prezi is a great tool to engage your learners into a new topic. Much like PowerPoint it can be used for games, learning, teaching and creating.

 Students can make their own stories, assignment, presentations and games relating to any topic. Presentations can be made for assessment, for parent teacher nights, can be used for exhibitions of students work, can be used within the classroom for instructions and informing students and parents of happenings in the classroom. The uses are endless. Once again Prezi can be used throughout all areas of the curriculum, you just need to be a little creative and the possibilities are endless.

Below are a few examples of Prez’s that I have created for learners.

Engagement Activity 4: Creating a Glogster

I have never created a Glogster before so I went into this week’s tasks with excitement and a little worry as I have heard average comments relating to this digital tool. This however was not going to put off at all!

I decided to create a Glogster- about Glogster and how it can be used within the classroom.

I tried all the tools, uploading You-Tube clips, images and photos.

After using Glogster, I was thinking of all the learning experiences that I could create with students using this digital tool. I loved it and though it was easy to use, fun, engaging and the possibilities were endless. 

Glogster PMI Chart

Digital Technologies Part 2

Digital Tool 4: Images

This week I had the opportunity to explore images, video and audio tools. 

Multimedia within the classroom is growing rapidly through new and updated programs across all electronic devices. To survive in this ever changing 21st century, learners need to be prepared for the world in which they live.

Learners need to become media literate- multiliteracies is the teaching of technology and multimedia within the classroom.

Images in eLearning are a large component of multimedia. Learning managers need to consider the use of images in their teaching and learning. It is not only important to consider how your learners will create images, but how they use images in their learnings. Images can be used to support student’s skill development, engage students, influence emotions and feelings and interactivity.

When using images online, it is vital for the safety of all students and the school to have strict ethical and legal standings of what is allowed and accepted. It is the learning manager’s responsibility to ensure the safety of all students working online. 

Image retrieved from:http://www.australiangeographic.com.au/journal/australian-gographics-100-aussie-icons.htm

Images for example like the one above can be used for many purposes within the classroom. Debating, analysing, discussing and interpreting are just a number of the teaching and learnings that can come from one image within English, History, SOSE and geography curriculum.

Engagement Activity: Resizing and uploading digital photos

When working with images, users need to ensure that the size of the image is appropriate for the program and content to which it will be used. When working online users need to ensure that the images are resized to minimise uploading time and downloading. This is important within the classroom when creating online presentations and other digital formats.

Below is a selection of images, newly resized. I have decided to choose images that I have personally taken for copyright issues. Within the classroom however, images of my pet/or pets could be used when discussing life cycles of animals, habitats of animals or presentations on families and belongings.
The process of resizing images was extremely user friendly. I uploaded the images that I wanted to resize and saved them to a folder on my computer. There are many programs online that can be used to resize images ad photographs.

www.picresize.com and www.shrinkpictures.com are two of the many programs available.

Engagement Activity: Access and upload digital images to Flickr

Flickr is a free internet site that allows you to upload images, manage and even share.

The program allows you to comment on images and share notes. Much like Instagram, Flickr allows you to tag your images so that others can search for pictures online. Flickr allows the user to control security relating to the images posted as you can option to set the image as public or private. This can be useful when using images within a school environment to protect the safety and privacy of your students.

Flickr can link images between social media sites and other online programs.

I found this Flickr quote very tech savvy “ WHEREVR: Upload once, send to any device, any screen, any friend, and any follower.”

Imaged retrieved from: http://thinkofthat.net/2011/06/02/the-story-of-flickr/

To navigate through the site was simple; I had to enter my yahoo address to join. Once I had joined it asked if I wanted to connect my Flickr account with Facebook. Instantly I was able to view others images and follow others posts. The site allows you t explore, and view Flickr blog.

I uploaded an image of Jessie dog which was easy to navigate through the simple steps. The site allowed options relating to tags and privacy. I was able to edit and personalise my “page”  editing my cover photo and  change my buddy icon. I instantly received Flickr mail which allows me to communicate with the rest of the world. Flickr has the option to advance search and find “Creative commons” licensed content to view and share. This is a great, safe program to use with students as you can open a class account and all post images etc. Issues relating to privacy and security and important to remember within a classroom setting to protect your students in the class.

I found this site/program highly engaging and have attached some images that I have posted onto my Flickr account. I have decided to use images of my pet for examples as they are photographs that I have personally taken for copy right reasons. Within the classroom images of pets could be used for certain presentations and assessments tasks relating to life cycles, animals or family cultures.

 

Engagement Task 3a: Image Manipulation

There are many new and different image manipulation sites to change and modify images online.

I have had the experiences of engaging with the free online tool called Befunky.

Image retrieved from: http://www.befunky.com/press/

 This is a basic image manipulation site that is free to access and could be utilised within the classroom for students to modify images taken. The program allows you to apply photo effects, edit photos and create photo collages with a collage maker. Befunky can not only be used via computer access but via Apple apps though iPad, iPod and iPhone.

Befunky was fun, and easy to use. It was simple to upload a file from my computer, Facebook, Flickr, Photobucket or even Picasa account. The program was simple to use and easy to navigate. I experimented blurring, sharpening, manipulating the image into black and white and using colour blur. This a great starting program within the classroom before progressing into the more complex photo imaging programs.

The address is: http://www.befunky.com

Below is my image that I created through Befunky.

Engagement Task 3b: Image Creation

Much like the photo editing and manipulating programs online, there are numerous creative sites that can bring out your inner artist. I downloaded the free demo of ArtRage.

Image retrieved from: http://www.thomas-pr.com/136/photos/ambientdesignartrage4logo.html

This program is fantastic. I found myself engaged within this “paint” style program for hours testing all the tools and colours available. This program would be a fantastic resource and program to use when learning about textures, styles, colors etc.  Students can open their minds and create whatever they want.

I personally found this site highly engaging and the varieties of tools were incredible. I wanted to try all the styles of drawing and colouring. My image below is a test of the program, I used all the tools including the oil brush, water colour, palette knife, air brush, paint roller (my favourite) felt pen, cloner, stickers, stencils, glitter, sticker spray and paint splats.

The program allows you to save your image as a JPEG and is then able to be uploaded, emailed etc. The program is available on your iPad and iPhone also. As the program is simple to navigate and the tools are easy to understand, this program would be great to use within the classroom however the school would need to buy a subscription to the program as the demo only lasts a certain period.

http://www.artrage.com/artrage-demos.html.

Digital Tool 5: Pod casting/Voki

Engagement Activity: Digital Audio Recordings

                                   

Image retrieved from: https://voki.com/classroom/voice.html

Transcript: A podcast is a sound file that can be shared and created online. These files can be made direct on the computer, through a portable voice recorder or MP3 player. Aural literacy is vital in the 21st century to teach our learners the skills they require to become multiliterate. Within the classroom post casts and other digital audio can be used for music composition, interviews, story telling and training. Within the classroom the podcast or digital tool  should not just be delivered in a digital format, it is about creating. The key focus is for the students creating and sharing.

I love creating Voki. They are fun, engaging and ad an element to any digital or online piece of work. The site is easy to navigate and there are so many fun and interesting characters to edit. I love playing around using dogs to navigate web quests within a history lesson, to using a talking Voki that looks like me to engage and hook students into a topic. Vokis have the option of picking a characters voice of recording your own. As I usually use a pre-recorded voice, I experimented this time using my own voice. This is a great digital tool not only to enhance your lessons, as the students can be engaged and create their own for digital presentations and the like. I am a huge fan of the Voki site and I always encourage others to experiment and try- you will become addicted like me. No presentation of mine is without a Voki these days!

Digital Tool 6: Digital video

Digital videos can be fantastic tool to utililse within the classroom. A learning manager can use digital video to communicate messages, introduce new ideas and engage learners though programs such as imovie and Windows movie maker. Digital videos can be uploaded onto YouTube and shared within the class, school or community. Students can create their own digital videos through images, photographs, recordings, and still photographs. Digital tools such as video allows the students to communicate, present ideas, organise information and be involved in higher order thinking skills.

SAMR Model

Substitution: Students are able to record themselves for a particular assessment task. For example: filming themselves carrying out a procedure for an English assessment task.

Augmentation: Students post the digital video to You-tube. For example: Student can share the footage with others. Fellow students can comment and provide feedback.

Modification: Using a digital tool such as i Movie and Windows movie maker, the footage can be edited, photos added, music and voice recordings.

Redefinition: The video edited can be submitted for assessment purposes. Eg: Classroom English assessment of a oral presentation can be presented via a digital video. Catering for all learning styles.

Below is a digital video make on Windows movie maker to discuss the topic of managing diversity in the classroom. This method of presentation allowed me to explore the concept, research the ideas and present the information is a format the catered from my learning style. This same principal and pedagogy would be a fantastic tool in the classroom for many learners.

Windows movie maker is a great start level program for students to use to create movies. Adding images, photos, videos and sound allows students to bring together multiple digital technologies to create their own presentations. I have use this program with grade 5 and 6 students where they created their own movies using camera still shots taken. The creativity and engagement that came out of the lesson was fantastic. The students played with all the tools and added special effects. This program is user friendly and the students produced some excellent results.

The below digital video is an annotated sample procedure for year four students that I created. This is an example that the students can view prior to commencing their assessment task within the English curriculum.

PROCEDURE ANNOTATED SAMPLE VIDEO

Digital videos can be a valuable tool within the teaching and learning of any topics within the curriculum. The use of ICT's for learning are great tools to engage and present information in new and exciting ways, it is also a valuable tool for the learners to use to develop their own skills and create their own digital technologies. 

Digital Technologies Part 1

This week involved exploring three digital technologies. I personally found this week highly engaging and educational as the content explored the roles of ICT’s in education and learning design.

This week’s readings and investigations into digital technologies explored the positive outcomes for teachers and students using ICT’s and how they can facilitate, support, enhance, extend and transform learners.

Digital Tool 1- Blogs for learning

A blog is an online website usually operated by an individual. Presented in a reverse-chronological order, this diary style form of text can be used to inform, engage and entertain.

Blogs can be used for private, personal, professional and educational purposes. Blogs can connect others globally. They can be customised to the “bloggers” style and purpose of the blog, can contain images, photos, videos and recordings, links to websites and can embed URL links.

Within an educational environment blogs can be used within the teaching cohort to inform staff of events, courses, training and professional development days and can contain information for further learning. Staff can comment on the blog and provide feedback.

Blogs can be created for parents and carers to communicate with the school online. School events, notices, current information and general happenings of the school can be posted onto the blog. This is a fantastic tool that can communicate parents with the school.

Within a classroom environment blogs are an engaging resource that can be used for any subject. Weekly diaries, journals, assessment tasks are just a few ways that’s blogs can be implemented into the classroom. Group blogs can create collaborative learning, developing student’s social skills and abilities.

The use of blogs within the classroom also allows the learners to develop skills relating to ethical standards and acceptable social etiquette, all important online and life skills to learn.

Personal experience

This was my first ever blog created. I found the tools easy to navigate when setting up the blog as most were commands were straight forward only referring to the set up booklet once. Several trial and error attempts were made formatting the style and layout of the blog until I found a style that best suited my purpose. 

Researching blogs opened my mind to the capabilities and possibilities of use within the classroom and their functionality. I had always brushed the idea of blogs as I thought they were only an online diary.

 This subject has made me open my eyes to never pigeon hole a program or idea until I research it- just like blogs I am now going to use them within my lessons as a scaffolding tool to enhance and engage learners.

Digital Tool 2- Wikis for collaborative learning

A Wiki is an amazing online space that engages, creates, invents and shares ideas, thoughts and experiences.

A Wiki is a 2.0 web tool that enables others to modify, edit, add, replace and explore within an online space. If permission is granted, others can join, read, contribute, delete, replace and learn from others joined to the Wiki.

It can connect others from all sides of the globe sharing information, knowledge, experiences, and ideas. A Wiki takes the concept of social networking to an entire different level. Collaborative learning and interaction can now take place wherever there is internet connection.

Within a classroom environment a Wiki can support many different learning outcomes. With a little creativity and imagination the uses for a Wiki site are endless. According to smartteaching.org “Wikis are an exceptionally useful tool from getting students more involved in curriculum.”

Online learning through sites such as Wiki, helps to prepare students for their future. The ability to work collaboratively and to prepare your learners for the 21^st century digital world creates an engaging and meaningful learning environment supporting learning outcomes. Collaborative classroom discussions, interactive glossaries, virtual experiences and global interactions are only a few classroom activities that can be enhanced through the use of an online Wiki.

A Wiki is a fantastic resource within the classroom as it can be used for group projects, collect data, a location for students to supply each other with feedback and peer assessment. 

The possibilities are endless.

I have created a Wiki that explores the ideas and suggestions relating to the use of Wikis within the classroom. Based around the SAMR model I have developed teaching aspects that can be used within a learning space.

Please click on the link below to take you to the e-learning wiki.


http://lucywoodelearning.wikispaces.com/Digital+Tool+2-+Wikis+for+collabrative+learning

Personal experience

I personally found the Wiki to be a fantastic resource whilst studying at university. I had no idea what a wiki was until I had to work with a group of students that I have never met before. The subject was via distance and an online wiki was used to collaborate ideas, research and create conversation.

It was fantastic to be able to all work together and create an assessment without ever having to meet one another. This was networking at its best. 

Within a classroom a resource like a wiki can be used to extend learners engagement with a task, can increase productivity and ownership when working collaboratively and most important- it is fun. It is fun to use and easy to learn the tools to create, add, edit and comment. I really find this resource helpful not only at university but within the classrooms.

Digital Tool 3- Websites for many purposes


I was looking forward to this component of the digital tools. Websites are fantastic. These days anyone can make a website. It can be entertaining, engaging and even educational. I have chosen to explain my favorite website creator site "Weebly."

The use of a static website such as Weebly allows the user to create a website of their choice. Numerous designs and layouts can be chosen to create the perfect website. Links, URLs, embedded codes, videos, recordings, images and movies can all be added to the website.

Below is a PMI chart investigating the positives, negatives and interesting components to a Weebly site.

Within a classroom a Weebly create by the learning manager allows for safe, secure internet access limiting students to what they can self explore. The learning manager can allow students to investigate through the sources the site allows access to. All areas of the curriculum can be taught through an engaging Weebly. The students are also able to create their own website for assessments and other learning experiences. Ethical standards and online etiquette are a major teaching issue when students are creating their own sites to publish. Lessons prior to the use of a Weebly site would involve direct instruction relating to the safety of website creation.

Personal experience 

Until this year, I never thought that I would be able to create a website. Not only have I created one, I have created so many that I have used them to teach (in real life) whilst on my EPL prac  block.
The students loved the online web quest that I created through the use of a Weebly.

Like all online tools, your imagination and creativity is the only thing that is holding you back.

I love Weebly.

I have attached several links to view the websites that I have created.

http://createyourownprocedure.weebly.com/

http://bombingofdarwinaustralia.weebly.com/

http://biologylifecycles.weebly.com/

Assessment Task 1- Analysis of digital technologies

This week’s activity involved participating in an online collaborative wiki relating to the highly debatable discussion topic of “mobile phones within the classroom.” The activity is designed within an online space to model an approach to collaborative learning.

The activity incorporated De Bono’s six thinking hats to scaffold learning when contributing to the online wiki. Incorporating the TPACK framework the activity allows the learner to engage with complex thinking. Bloom’s taxonomy of higher order thinking identifies levels of knowing from simple to complex. Below is an example of Blooms hierarchy within the digital realm.
In the classroom the goal is always to create complex thinking.

This learning experience forced me to delve into the unfamiliar and slightly uncomfortable methods of higher order thinking. As I am a strong positive person who always looks into life with creativity and hope, taking on certain “hats” within this learning experience ensured that I looked into this topic from all sides of the spectrum.

This activity within the classroom is an excellent learning tool when teaching students about different perspectives. Students are using higher order thinking skills to support facts relating to the “hat” they are wearing. The "Six Thinking Hats" allows the learner to identify the positives and negatives relating to a topic. It is scaffolding of thinking that makes is such a valuable resource within the classroom. 

The design and purpose of an online wiki, creates collaborative discussion using digital technology. This method of learning can stimulate ideas, engage learners, expands their knowledge and creates meaningful experiences.

The learning theories behind this activity are based on social constructivism and connectivism. Social constructivism is the theory that social interaction positively influences learning. This theory combined with the learning theory for the digital age “connectivism” created the 21^st century way of learning.

The learning "Wiki" forum was easy to navigate and was found to be user friendly. The ability to copy and paste a word document into the wiki made the process simple for a first time user.  Users need to ensure that when editing the wiki they are considerate to others posts and to ensure they do not delete others work. 

I personally found this activity challenging and engaging. Using digital technology created a platform that allowed students from all over Australia to collaboratively work together and share ideas. As I changed from hat to hat my thoughts, opinions and ideas changed and how I originally looked at the statement. 

I just learnt! 

Imagine what my students could learn!